Foundational English Literacy (EDUC90367)

Graduate courseworkPoints: 12.5Online

You’re viewing the 2021 Handbook:
Or view archived Handbooks
You’re currently viewing the 2021 version of this subject
In 2021, there will be three delivery modes for your subjects – Dual-Delivery, Online and On Campus.
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.

Overview

Availability
February - Online
FeesLook up fees

This subject will introduce Teacher Candidates to research and practice that informs the development of literacy in the early years of schooling, the scope and sequence of language and literacy learning in the early years and the diverse nature of children’s language and literacy experiences in the prior-to school and school years.

Emphasis will be on theoretical perspectives of literacy acquisition and approaches that support the interrelationship between oral language, reading and writing. The focus here will be on the development of school students’ language with particular attention given to aspects of the English language such as phonology, vocabulary and grammar related to early reading and writing; theories of reading acquisition that inform the teaching of reading; the development of writing; curriculum frameworks and assessment tools. Verbal and non-verbal communication strategies that promote student engagement will be incorporated along with the exploration of strategies to support whole, small group and individualised instruction in relation to print-based and multi-media texts to support literacy learning.

Teacher Candidates will develop knowledge, appreciation and respect for the literature of Aboriginal and Torres Strait Islanders including storytelling traditions (oral narrative) and contemporary literature and broad understanding of the social, historical and cultural contexts associated with different uses of language and textual features.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

  • Demonstrate understanding of the impact of culture, cultural identity, history and linguistic background on the design of language and literacy curriculum in the first and subsequent years of schooling for Aboriginal and Torres Strait Islanders and diverse student groups (Graduate Standards 1.3, 1.5).
  • Use their knowledge of contemporary theories of literacy learning and current professional perspectives to teach early reading and writing (Graduate Standards 1.2, 2.1)
  • Design literacy curriculum to support school students’ language development and emergent literacy practices in educational contexts (Graduate Standards 2.5, 3.3, 3.4, 3.5, 4.1).
  • Use effective verbal and non-verbal communication to support clear understanding and engagement in literacy learning and practices (Graduate Standards 3.5, 4.2)
  • Implement assessment strategies to monitor school students’ development and to plan effective literacy programs ((Graduate Standards 5.1, 5.4).

Generic skills

This subject will develop the following set of key transferable skills:

  • Clinical reasoning and thinking
  • Problem solving
  • Evidence based decision making
  • Creativity and innovation
  • Teamwork and professional collaboration
  • Learning to learn and metacognition
  • Responsiveness to a changing knowledge base
  • Reflection for continuous improvement
  • Linking theory and practice
  • Inquiry and research
  • Active and participatory citizenship.

Last updated: 10 February 2024